Course Description
CJK0021 – Serving Your Community is a 34-hour course within
Florida's 770-hour Law Enforcement Basic Recruit Training Program, carrying zero
credit hours as a clock-hour academy component.
The course covers the part of policing that is not enforcement. Most of what an officer does on a shift is
not arresting people: it is responding to calls that have no criminal remedy, connecting people to services,
resolving disputes that would otherwise escalate, and building the relationships that make the enforcement
work possible when it is needed. This course teaches that work as a professional competency rather than as
public relations.
Content covers community policing and problem-oriented approaches, understanding the
demographics and needs of the community an officer serves, working with people in crisis and connecting them
to appropriate services, responding to calls involving mental illness and substance use, interacting with
juveniles and with older adults, recognizing and responding to abuse and neglect, and the officer's role in
crime prevention.
It also addresses bias and its effects — how implicit assumptions shape discretion,
why disparate treatment corrodes the legitimacy police depend on, and what procedural justice
research indicates about the conditions under which people comply with and cooperate with law enforcement.
The practical claim is not moral but operational: an agency the public does not trust receives fewer calls,
less information, and less cooperation, and its officers are less safe.
The course is offered at approximately 20 Florida institutions, all of them state
colleges operating criminal justice training centers or regional public safety academies: Chipola, College of
Central Florida, College of the Florida Keys, Daytona State, Eastern Florida State, Florida Gateway, Florida
State College at Jacksonville, Gulf Coast State, Hillsborough, Indian River State, Miami Dade, North Florida,
Northwest Florida State, Palm Beach State, Pasco-Hernando, Pensacola State, Santa Fe, South Florida State,
St. Johns River, and Seminole State.
Learning Outcomes
Required Outcomes
- Describe community policing philosophy and distinguish it from traditional reactive enforcement.
- Apply problem-oriented policing methods to a recurring community problem.
- Identify the demographic composition and particular needs of a community served.
- Interact effectively with persons experiencing mental health crisis and identify appropriate referral resources.
- Recognize substance use and connect individuals to treatment and diversion resources where available.
- Interact appropriately with juveniles, including diversion options and mandatory reporting duties.
- Interact appropriately with older adults and persons with disabilities.
- Recognize indicators of abuse, neglect, and exploitation and comply with Florida reporting requirements.
- Describe how bias affects discretion and decision-making, and identify strategies to counter it.
- Apply procedural justice principles to routine public contacts.
- Describe the officer's role in crime prevention and community partnership.
- Identify community resources and make appropriate referrals.
Optional Outcomes
- Describe Crisis Intervention Team (CIT) programs and co-responder models.
- Describe homelessness and the limits of an enforcement response.
- Describe school resource officer duties and school-based policing.
- Participate in a community engagement activity or neighborhood assessment.
- Describe civilian oversight, community advisory boards, and complaint processes.
- Describe working with immigrant communities and language access obligations.
Major Topics
Required Topics
- Community policing — philosophy, partnership, problem solving, and organizational change.
- Problem-oriented policing — the SARA model and analysis of recurring problems.
- Knowing the community — demographics, culture, community leaders, and local institutions.
- Mental health response — recognition, de-escalation, Baker Act criteria, and referral rather than arrest where appropriate.
- Substance use — recognition, Marchman Act, overdose response, and diversion programs.
- Juveniles — developmental considerations, diversion, and civil citation programs.
- Older adults and persons with disabilities — communication, vulnerability, and accommodation.
- Abuse, neglect, and exploitation — indicators and Florida mandatory reporting to the Department of Children and Families.
- Bias and discretion — how assumptions shape decisions and the effect of disparate treatment on legitimacy.
- Procedural justice — voice, neutrality, respect, and trustworthiness, and their effect on compliance and cooperation.
- Crime prevention — CPTED principles, neighborhood programs, and community partnership.
- Community resources and referral — social services, shelters, victim advocacy, and 211.
Optional Topics
- Crisis Intervention Teams and co-responder models.
- Homelessness and enforcement alternatives.
- School resource officer duties.
- Civilian oversight and complaint processes.
- Language access and immigrant community relations.
- Officer wellness and its relationship to community interaction.
Resources & Tools
- CJSTC Law Enforcement Basic Recruit Training Program curriculum — the state lesson plan; authoritative for content and testing.
- Florida Statutes — Chapter 394 (Baker Act), Chapter 397 (Marchman Act), Chapter 39 (child abuse reporting), Chapter 415 (adult protective services), Chapter 985 (juvenile justice).
- Florida Department of Children and Families — abuse hotline (1-800-96-ABUSE) and reporting requirements.
- 988 Suicide & Crisis Lifeline and 211 — referral resources officers use routinely.
- Florida Civil Citation program materials — juvenile diversion.
- COPS Office (U.S. DOJ) — community policing publications and problem-oriented policing guides.
- Local agency community engagement programs and the host community's service directory.
Career Pathways
- Police and Sheriff's Patrol Officer (SOC 33-3051) — municipal and county agencies statewide.
- Community Policing Officer — dedicated community-oriented assignments in larger agencies.
- School Resource Officer — a substantial Florida assignment category, expanded under state school-safety requirements.
- Crisis Intervention Team officer — a specialization building on this course.
- Juvenile and Youth Services officer — diversion and youth-focused units.
- Public Information and Community Relations assignments.
Special Information
Where this course sits in the academy
The Law Enforcement Basic Recruit Training Program (LEBRTP) is a
770-hour academy required for certification as a sworn law enforcement officer under
Chapter 943, Florida Statutes. The curriculum is written and maintained by the Criminal Justice
Standards and Training Commission (CJSTC) through the Florida Department of Law Enforcement, so
content is consistent statewide. The full sequence:
- CJK0002 Introduction to Law Enforcement (12 hrs) · CJK0016 Communication (24) · CJK0096 Officer Physical Fitness (60)
- CJK0018 Legal (64) · CJK0031C First Aid for CJ Officers (40) · CJK0020C LE Vehicle Operations (48)
- CJK0072 Crimes Against Persons (48) · CJK0073 Crimes Involving Property and Society (12)
- CJK0019 Interviewing and Report Writing (56) · CJK0063 Fundamentals of Patrol (40) · CJK0021 Serving Your Community (34)
- CJK0051C Defensive Tactics (80) · CJK0079 Crime Scene Follow-up Investigations (34) · CJK0400 Traffic Incidents (12)
- CJK0040C Criminal Justice Firearms (80) · CJK0401 Traffic Stops (24) · CJK0402 Traffic Crash Investigations (30)
- CJK0403 DUI Traffic Stops (24) · CJK0093 Critical Incidents (44) · CJK0421 CEW/Dart-Firing Stun Gun (4)
Every component is a clock-hour course carrying zero credit hours, and none counts toward
an associate degree.
Certification
Completing this course does not certify anyone. Recruits must finish the full 770-hour academy, pass the
State Officer Certification Examination (SOCE), and satisfy the employment and background
requirements of Chapter 943, F.S. Certification is granted by CJSTC, not by the college, and an officer must
also be employed by an agency to be certified.
Admission
Requirements attach to the academy rather than to this individual course: minimum age 19, U.S.
citizenship, high school diploma or equivalent, no felony convictions or disqualifying misdemeanors, a
background investigation, a physical examination and drug screening, and a passing score on the
Florida Basic Abilities Test (CJBAT). Requirements are set in statute and by the training
center.
Articulation
Academy training is PSAV clock-hour instruction, not college credit, and does not transfer as general
education. Many Florida colleges award block credit toward an A.S. in Criminal Justice Technology for full
academy completion plus certification, under local articulation agreements rather than statewide SCNS
equivalency. Confirm terms with the receiving institution.
Crossover programs
Officers already certified in another discipline — corrections to law enforcement, for instance
— complete abbreviated crossover programs drawing on a subset of these courses rather than the full
academy. Candidates should work from the crossover curriculum published by their training center.
Mandatory reporting is a legal duty, not a discretionary one
Worth stating plainly because recruits sometimes treat it as guidance. Florida law requires reporting of
suspected child abuse, neglect, or abandonment (Chapter 39) and of abuse, neglect, or exploitation of
vulnerable adults (Chapter 415). The duty attaches to the individual who suspects, reporting goes to the DCF
hotline, and failure to report carries criminal penalty. Officers encounter these situations on calls that
began as something else entirely.
Why this material is in the academy at all
Some recruits arrive expecting the academy to be enforcement training and treat this course as filler. The
operational case against that view is straightforward: the large majority of calls for service are not
criminal matters, discretion is exercised constantly and largely unreviewed, and an agency that loses
community trust loses the information flow it depends on to solve crimes. Instructors typically make that
argument directly rather than framing the content as public relations.